Toward a Rational Society: Student Protest, Science, and Politics.

Fontane, Patrick E.; Habermas, Jürgen; Shapiro, Jeremy J.

doi:10.2307/2062826

Cited by 11 publications

(11 citation statements)

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“…Roberts (1991) argues that hierarchical forms of accountability originate in the workplace, whereas socializing forms originate from interactions outside the workplace (e.g., work commutes, lunches, etc.). He bases this dichotomy on Habermas's (1971) definitions of work as instrumental action shaped by formal rules, and interaction as communicative action governed by consensual norms. Roberts (1991) further argues that hierarchical and socializing forms of accountability have entirely different functions.…”

Section: Hierarchical and Socializing Forms Of Accountabilitymentioning

confidence: 99%

“…work commutes, lunches, etc.). He bases this dichotomy on Habermas's (1971) definitions of work as instrumental action shaped by formal rules, and interaction as communicative action governed by consensual norms. Roberts (1991) further argues that hierarchical and socializing forms of accountability have entirely different functions.…”

Section: Hierarchical and Socializing Forms Of Accountabilitymentioning

confidence: 99%

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The interaction of hierarchical and socializing accountability and the emergence of intelligent accountability in a classroom – a critical analysis

Arikan

2023

AAAJ

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PurposeThis study aims to investigate the impact on organizational members of team marks and peer feedback in a classroom as an organizational setting, where equals were engaged in a hierarchical form of accountability. It uses Roberts’s framework of hierarchical, socializing, and intelligent forms of accountability and discusses the viability of intelligent accountability in higher education, given the accountability structure for academics.Design/methodology/approachAutoethnography based on excerpts from the lecturer’s diary.FindingsThe blurred boundaries of hierarchical and socializing forms of accountability create both tensions and kinships for students, and these two forms of accountability constantly impact on each other. Although the accounting tools have an individualizing effect on some students, several examples of intelligent accountability are uncovered. It is concluded that academia’s audit culture, which focuses on immediate outcomes, and academics’ ever-increasing workloads make successful innovations less likely.Originality/valueThis study contributes to the accountability literature in revealing a constant dynamic between hierarchical and socializing forms of accountability through examination of a unique setting in which the boundaries between the two are completely blurred. By empirically examining how accounting individualizes and how intelligent accountability emerges, this study contributes to the limited empirical literature on the impact of accountability on individuals, and particularly to studies of classrooms as organizations, with implications for education policies.

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Section: Hierarchical and Socializing Forms Of Accountabilitymentioning

confidence: 99%

Section: Hierarchical and Socializing Forms Of Accountabilitymentioning

confidence: 99%

The interaction of hierarchical and socializing accountability and the emergence of intelligent accountability in a classroom – a critical analysis

Arikan

2023

AAAJ

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“…It is therefore following this line of reflection on research that we consider what we know about disinfor-mation. Despite criticisms of social science as an objective discipline, defenders claim that we can build a holistic understanding of phenomena through rigorous data collection while ensuring when interpreting that data the researcher maintains a sensitivity to their own biases and avoids succumbing to the wider pressures of institutions, the academy, or governments (Habermas, 1971). While this may not be true or even possible for every researcher and every project, across all projects a more objective picture may emerge.…”

Section: Disinformation and Misinformation: An Epistemological Problemmentioning

confidence: 99%

A Systematic Literature Review of the Phenomenon of Disinformation and Misinformation

Escolar

Lilleker

Frade

2023

MaC

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Disinformation threatens the virtue of knowledge. The notion of truth becomes corrupted when citizens believe and give credibility to false, inaccurate, or misleading messages. This situation is particularly relevant in the digital age, where users of media platforms are exposed to different sorts of persuasive statements with uncertain origins and a lack of authenticity. How does academia understand the disinformation problem, and are we equipped to offer solutions? In response to this question, our study provides an overview of the general definitions, trends, patterns, and developments that represent the research on disinformation and misinformation. We conducted a systematic review of <em>N</em> = 756 publications covering eight years, 2014–2022. This period captures phenomena such as Trump’s emergence as a candidate for the US presidency, his term in office, as well as the leadership of figures such as Erdogan in Turkey, Bolsonaro in Brazil, Modi in India, and various similar populist and nationalist leaders across a range of democratic and semi-democratic societies. This period is also one that witnessed the first global pandemic, when misinformation and disinformation not only threatened societal cohesion but the lives of people. This systematic review explores the critical terminology used, the areas of social life where disinformation is identified as problematic, the sources identified as creating or circulating this material, as well as the channels studied, the targets, and the persuasiveness of the discourse. What this article offers, then, is an overview of what we know about disinformation and what gaps in research should be pursued. We conclude that given the problems that misinformation and disinformation are seen to cause for democratic societies, we need to assess the contribution of social science in providing a foundation for scientific knowledge.

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“…(Dallmayr, 1988: 553) Scientists often surmise that scientific thought is a universal faculty akin to Kant's description of "pure reason." As Uri Alon argued, the conventional view insists that science should censor the passions and bar emotional and subconscious motives from intruding into the "ideal speech community of reasoned man" (Barbalet, 2011;Habermas, 1970). Science, it suggests, should be carried out soberly, rigorously, minimizing emotionality and subjective perspectives.…”

Section: Culture Scientific Reason and Emotionalitymentioning

confidence: 99%

Emotional reason: The Israeli scientific mind facing a German cultural mirror

Yair

2022

International Journal of Comparative Sociology

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Scientists often surmise that scientific thought is a universal faculty akin to Kant’s description of “pure reason.” The conventional view insists that science should censor the passions and bar the intrusion of emotional and subconscious motives into scientific work. This article challenges this truism by showing that the split between reason and emotions is rather culturally mediated. Using interviews with 125 Israeli scientists who had collaborated with German colleagues, the study allowed respondents to compare their scientific practices and intellectual styles with those of their German compatriots. The results suggest that in contrast to their sober and uber-rational German colleagues, Israeli scientists’ intellectual style can be described as fiery, enflamed, and passionate. Indeed, they often spoke of “love” and “desire” as central elements that drive innovation and creativity in scientific discovery. Their minds, they implied, function through emotional reason.

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Toward a Rational Society: Student Protest, Science, and Politics.

Cited by 11 publications

References 0 publications

The interaction of hierarchical and socializing accountability and the emergence of intelligent accountability in a classroom – a critical analysis

The interaction of hierarchical and socializing accountability and the emergence of intelligent accountability in a classroom – a critical analysis

A Systematic Literature Review of the Phenomenon of Disinformation and Misinformation

Emotional reason: The Israeli scientific mind facing a German cultural mirror

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